Adapting the Motivated Strategies for Learning Questionnaire to the Japanese Problem-Based Learning Context: A Validation Study.
The COVID-19 pandemic has greatly changed medical education, and medical trainees' self-regulation has become more emphasized. In Japan, the concept of self-regulated learning has not been fully applied in health profession education due to a lack of effective measurement tools. We aimed to validate...
| Published in: | Children Vol. 10; no. 1; pp. 154 - 166 |
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| Main Authors: | , , , |
| Format: | research tables/charts Journal Article |
| Published: |
MDPI
Jan2023
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=161435274&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 161435274 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 22279067 LW6K jtl: Children issn: 22279067 maglogo: N pubinfo: dt: Jan2023 vid: 10 iid: 1 pid: 97109 pub: MDPI artinfo: ui: 161435274 161435274 161435274 10.3390/children10010154 161435274 ppf: 154 ppct: 12 formats: tig: atl: Adapting the Motivated Strategies for Learning Questionnaire to the Japanese Problem-Based Learning Context: A Validation Study. aug: au: Nomura, Osamu Soma, Yuki Kijima, Hiroshi Matsuyama, Yasushi affil: Department of Health Sciences Education, Hirosaki University, Hirosaki 036-8562, Japan sug: subj: Problem-Based Learning Instrument Validation Questionnaires Motivation Education, Medical Japan Students, Medical Human Japan Female Male Validation Studies Self-Efficacy Secondary Analysis Academic Medical Centers Summated Rating Scaling Reliability and Validity Sample Size Factor Analysis Data Analysis Software Descriptive Statistics Funding Source Female Male ab: The COVID-19 pandemic has greatly changed medical education, and medical trainees' self-regulation has become more emphasized. In Japan, the concept of self-regulated learning has not been fully applied in health profession education due to a lack of effective measurement tools. We aimed to validate the translated Japanese version of the Motivated Strategies for Learning Questionnaire in the context of Problem-Based Learning (J-MSLQ-PBL). The questionnaire employs a seven-point Likert-type scale with 81 items and is categorized into two sections: motivation and learning strategies. An exploratory factor analysis (EFA) was conducted by using Promax rotation to examine the factor structure of the scale, using the collected data from 112 Japanese medical students. Factor extraction was based on a scree plot investigation, and an item was accepted when the factor loading was ≥0.40. In the motivation section, the extracted factors from the EFA were well aligned with the subscales of the original MSLQ, including "Self-Efficacy for Learning and Performance", "Task Value", "Self-Efficacy for Learning and Performance", "Test Anxiety", "Extrinsic Goal Orientation", and "Intrinsic Goal Orientation". In the learning strategies, the extracted factors poorly matched the structure of the original subscales. This discrepancy could be explained by insufficient translation, the limited sample size from a single medical school, or cross-cultural differences in learning strategies between Western and Japanese medical students. Only the motivation part of the J-MSLQ-PBL should be implemented to measure the competency elements of self-regulated learning in Japan. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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